Framing your messages is a great habit to develop. Last week, we talked about prefacing your messages with a WIFM, What’s In it for Me? A WIFM is a way to frame your communications.
All you need to do is think about what you want from the conversation and how you want it to proceed. Then summarise your aim as a frame.
Here are some examples of framing statements:
Conversational frames function just like frames of a painting. A frame encloses a painting and draws attention to its subject. So does a conversational frame; it encloses our communication and draws attention to the subject. Conversational frames let people know what to expect and what to listen for, saving time and confusion. They guide our discussion towards our goal. They make people less likely to ‘mis-hear’ us and their minds less likely to wander.
In conversations, as in the rest of life, good and quickly seldom meet. Rather than rush into a conversation, pause and think it through first and introduce it with a friendly frame.
Towards the end of last year, a leader-manager, let’s call him Stanley, complained that however many times he gave an instruction and whatever format he put it in, no one paid any attention.
He was doing two things right: repetition and using multiple channels. Both help a message sink and and stay there. So what was he doing wrong?
We chatted for a while and four important elements of communication seemed to be missing from many of his messages.
- He didn’t give people a reason to listen – the tried and true WIFM, What’s In it For Me?
He worded his messages in a way that meant something to him, but sadly, didn’t resonate with most of his team members.
- He focused more on problems and what was wrong than on solutions.
- His messages came across as orders rather than suggestions or helpful information.
The fact that Stanley is ‘old school’ and most of his team members were born in the 1980s and later didn’t help.
Stanley decided to make a belated New Year’s Resolution. He drew up the following checklist and committed to reviewing his important messages against it before speaking or putting them in writing.
___ Have I provided a reason to listen?
___ Have I used language and examples that my team can relate to?
___ Is my message positive?
___ Is my message helpful?
Quick, easy and powerful. Does it work? I caught up with Stanley the other day, and he says it does!
I bet your job contains tasks you don’t enjoy. Some of them, you may even dislike. You still need to do them, though; there’s no choice about that. But you do have a choice about how you tackle them.
You can approach them with an ‘I have to’ attitude or you can approach them with an ‘I want to’ attitude. One little word makes a huge difference.
The first choice, ‘I have to’, means you’ll do those tasks half-heartedly, resenting every moment and getting them over with as soon as possible. The ‘I have to’ approach won’t help you do a good job or take any pleasure from doing it or completing it. That choice makes you miserable.
The other choice is to change the ‘I have to’ into a ‘I want to’. That one little word shifts your approach. It makes those dreary duties more agreeable and helps you not only do them better but take some pride in the results. In fact, that one little word can make you twice as productive.
What? You truly don’t want to clear your in tray, wade through those reports or knuckle down to study? You can always find a reason to want to. It might only be to ‘get it over and done with’ or so your heart doesn’t sink every time you see your in tray out of the corner of your eye. It might be so you can feel proud when you pass that exam.
Replacing ‘I have to’ with ‘I want to’ helps you attack those irksome chores with a positive outlook and feel some satisfaction in doing them well.
The next time you have a tedious task to do, say ‘I want to’ do this. Add a ‘so that’ or ‘because’ to so you know why you want to do it. Knowing your purpose gives that task meaning.
It’s time to get back into the study habit. Here are six science-backed ways to study better and remember more.
- Realise you’ll be tested on the material. According to a recent study, when people expect to be tested, their recall improves by 40 to 75 per cent.
- Eat a handful of walnuts every day. A large study strongly suggests that whatever your age, ethnicity or gender, eating walnuts improves your thinking.
- Drink tea. Research has found that this can improve working memory, which you use to hang onto bits of verbal, visual or other information while you think them through. Tea also improves your attention.
- Workout with weights just before studying. According to this study, one workout with weights can immediately boost your long-term memory by 20 per cent.
- Be open to experience and be conscientious. A large meta-analysis shows that this is four times more important than your IQ in predicting academic success. When you’re open to experience, you’re more likely to be imaginative, sensitive to your feelings and intellectually curious. When you’re conscientious, you’re going to be disciplined, dutiful and good at planning ahead – all important study habits. You put in not just more effort, but more concentrated effort. Being open to experience and being conscientious are both skills you can build.
The cost of poor leadership may be invisible, but it’s huge. So let’s take a look at what ‘good’ leadership is.
Good leadership is a privilege. It’s your chance to add value to an organisation and your customers, and to build a team and develop employees.
Good leadership is a state of mind. When you’re a good leader, you hold yourself (and others) in high regard. You set high standards and expect the best, from yourself and from others. You see positives and possibilities. You pay attention. And you genuinely care about others. When you care about others, for instance, you make sure they have what they need to succeed and you help them develop their skills and reach their goals. You lend a hand when you can; you lend your ears and your eyes when someone is talking; and you use peoples’ names. You make people feel good—about themselves, about the work they do, about being part of your team. You’re free with compliments, praise and welcoming smiles because you know they are worth their weight in gold; they tell people what they’re doing well and where they need to grow.
Good leadership is a set of behaviours. Good leaders, for instance, treat everyone with respect—older people, younger people, bosses, workers and customers alike, and this earns them respect in return. Good leaders are polite to others and considerate of others. They say ‘please’ and ‘thank you’ and they they‘re available and approachable.
As a bonus to yourself, good leadership is good for your brain. In an earlier blog, I discussed how leadership improves your ability to learn and remember because it strengthens your hippocampus, the horseshoe-shaped structure in your brain most associated with forming, organising and storing memories.
How do your leadership mindsets and behaviours measure up?
Do you know that people attribute what you say about others as your own characteristics? Yup. It’s official. In a series of studies reported in the Journal of Personality and Social Psychology, we become associated with the very traits we attribute to others. Moreover, those associations persist over time, even when there is no logical basis for them.
The implications are clear: to build effective working relationships, be careful what you say about others. Make your comments positive, not critical.
If you’re like most leader-managers, you sometimes feel your thoughts are swirling, you can’t think straight or concentrate, or that a problem you need to think through is just too much for you and you don’t even know where to begin. Maybe you occasionally sit staring at the computer screen or the paper or journal in front of you with ‘the lights on but no one home’, as the saying goes.
There’s a term for that: brain fog. It happens to us all, especially when we’re feeling stressed or worried, or when we have so much to do, we feel we can’t possibly get through it all. Here are four tips to clear your brain fog when it sets in.
- Go outside and get some fresh air. A few deep breaths and a short walk work wonders. It clears your brain and lets your subconscious get to work sorting out what you need to concentrate on.
- Clear the clutter in your workspace. Brain fog finds it hard to stick around when the space around you is clear.
Avoid sugar, pasta and other simple carbohydrates. They drain energy away from your brain into your stomach to digest them.
- Get a good night’s sleep. No texting, tweeting or posting. A rested brain works far better than a tired brain.
Each of these simple tips for clearing brain for is good for you in lots of other ways, too. You can’t lose!